Assessment

Application and Analysis Report

ELED 3420
Sarah Beaird
December 3, 2014

Contextual Factors
Mr. Chris Barrett teaches fourth grade at Washington Elementary School.
Washington Elementary is in Washington County School District, which is located in St.
George Utah. There are no English Language Learners (ELLs) in this class. Four students
have Individualized Education Plans (IEPs). All of the IEPs are in reading and/or math.
Three students have IEPs in just reading and one student has an IEP for both reading and
math. There is an aide that comes in to help struggling learners and those students with
IEPs during math. The student with an math IEP goes to another classroom for math
instruction. CRT scores were not made available.

Gender
16
14
12
10
8
6
4
2
0
Boys

Girls
Figure 1

The graph above shows the gender breakdown of the class. There are twenty-three

students, 15 boys and 8 girls. All of the students are between the ages of 9 and 10. All of the
students get along with each other really well.

Class Demographics
Caucasion

Hispanic

10
Figure 2

15

20

The graph above shows the demographics of the class. There are four Hispanic

students and nineteen Caucasian students. There are no other ethnicities in this class.
Although there are Hispanic students, there are no English Language Learners (ELLs). Only
one student with an IEP is Hispanic.

IEP Break Down

IEP's
No IEP's

Figure 3

The graph above shows the break down of students with IEPs and those without.

Only four students in this class have IEPs and nineteen do not. All four IEPs are for
reading. One IEP also includes math.

Assessment 1

Students were given an end of chapter test in math. This was their Chapter 2 test. It

was skills based with eleven multiple-choice questions and four word problems to make a
total of fifteen questions. Throughout the unit, students learned about addition and
subtraction with multiple digit numbers. They also learned subtraction with zeros in the
top number. This unit took a little over a week to complete. This assessment explored the
understanding of multi-digit addition and subtraction. It measured the students
understanding of these skills.

This assessment was given on a Tuesday morning, around 10 am. Some students

were absent on the day of the test; twenty students actually took the test. The class had just
come back in from the library and they were very excited about their new books. They only
had about fifteen to twenty minutes before recess. They were told to take their time and
not to rush; they would finish the test after recess. At the time of recess the weather was
bad enough that they could not go outside. Instead, Mr. Barrett had them continue to work
on their test.

The students had a hard time focusing on the test at hand. They wanted to go

outside and play. They were distracted by the weather and just wanted to look out the
window to see what was going on. There was also no time limit on the test. Mr. Barrett just
had them work on it until they finished. Some students kept the test almost the whole day.

Whole Class Analysis

Whole Class Test Results

120

Results in percent

100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Students

Figure 4

This graph shows the results for the entire class. Each student is numbered 1 to 23

across the bottom and the results are in percent. Each student is represented in this graph.
Blank spots on the chart mean the student was absent for the assessment. Those students
who were absent have been taken out of further calculations. Students 8, 11, 17, and 23 are
the four students with IEPs. The color of their scores has been changed in the graph above.

The test was out of fifteen questions. A passing score was 80% or 12 out of 15. The

chart above shows the number of students that got each problem wrong. An X marked
under the question means that the student got the question wrong. Question number one
was about 1000 more. Every student got this question right. Question number two was
about 100 more. Only one student missed this question. Question number three was about
adding. Only one student got this question wrong. Question number four was about
subtracting. Seven students got this question wrong. Question number five was about using
a table to solve problems. Seven students got this question wrong. Question six was about
using a table to figure out who had more. Eight students got this question wrong. Question
seven was about rounding to the nearest thousands. Four students got this question wrong.
Question eight was about the identity property. Three students got this question wrong.
Question nine was about the sum of 3 numbers. Four students got this question wrong.
Question ten was about rounding to the nearest 10 thousands. Five students got this
question wrong. Question eleven was about figuring out how many more in a word
problem. Seven students got this question wrong. Question twelve was about subtraction in
a word-problem. Ten students got this question wrong. Question thirteen was also about
subtraction in a word-problem. Nine students got this question wrong. Question fourteen
was a multi-step word problem. Five students got this question wrong. Question fifteen
was another multi-step word problem. Seven students got this question wrong. All scores
were provided by Chris Barrett. (See Appendix A)

Whole Class Synthesis

I dont know how valid this assessment truly is. There was no time frame for

students to work in. They were able to work on it all day, even after Mr. Barrett collected

them from most of the students. This allowed students to get distracted or possibly cheat
sometime during the day. I think that if I were the classroom teacher I would have given my
students a time limit. I would have given ample time for them to complete their assessment
to the best of their ability. But I would not have let them keep their test with them for the
entire day.

Overall, the scores for this test seemed to be all over the place. Just over half of the

class actually got a passing score. Question number one was the only question that no
student missed. Questions four, five, six, eleven, twelve, and thirteen were the questions
that were missed the most by students. To me this says that students did not understand
what was being taught throughout the unit.

I would make the time to go back and reteach what the students didnt understand.

Since it had already been taught once, I could probably do a review of the entire unit in one
day. Some of the mistakes were probably simple mistakes or things that students have just
mixed up. Re-teaching and/or reviewing may be all that a student needs to understand the
concept. The bad test scores could also be related to the testing environment.

Because the students were distracted by the weather and the excitement of new

library books, they werent focused on taking a test. They also had to skip a recess, which
made the class even more distracted and fidgety. Unfortunately, I dont have control over
the weather; there isnt much that I can do to change that. If my students were in the
middle of a test and they were not able to go outside to get rid of their energy, I would find
something to do in the classroom. We could do different exercises just to get the students
moving and get them out of their seats. This may help students to better focus on their test
and be able to perform better.

Student 15

Student 15 was chosen because they received a hundred percent on this test.

Because these test scores were all over the place I wanted to see how many students
actually received a passing score. This student was one of the few who got a passing score.

Student 15 Analysis

Student 15 Comparison
120

Results in percent

100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Students

Figure 5

The chart above shows student 15s score compared to the rest of the class. This

students score has been highlighted. Student fifteen received 100% on their test. This
means they answered all fifteen questions correctly. See Appendix A for student test.

Student fifteen was in the top 20% of the class for this test. They did better than

80% of the entire class. This student does not have an IEP or any other special needs or
accommodations.

10

Student 15 Synthesis

This student seems to be a high level learner. They are advanced in reading and they

seem to be advanced in math. Even with all of the distractions throughout the test they still
received 100% on their test. I feel that this student could easily move on to more advanced
math with scaffolding from the teachers.

I would let this student go more in depth with the math concepts being learned. I

would look at the pre-test and see if there was anything that they did not understand first. I
would then explicitly teach them just those concepts that they did not know. After I feel
that they have a firm understanding of all the concepts, I would give them tougher
problems. I would give more detailed problems, problems that would make them critically
think. This students doesnt need more work, they just need harder problems.
Student 17

Student 17 was chosen because they have an IEP. At this point in the school year I

hadnt seen much in the way of interventions. I wanted to see if having an IEP in reading
would affect a students score on a math test. This testing environment was already chaotic
and disruptive; I wanted to see if that would lower Students 17s score as well.
Student 17 Analysis

11

Student 17 Comparison
120

Results in percent

100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Students

Figure 6

The chart above shows student 17s score compared to the rest of the class. Their

score has been highlighted. Student 17 received a 33%. This means they answered 5 out of
15 questions right. See Appendix A for student test. This student was in the bottom 30% of
the class. This student did not receive a passing score for this test.
Student 17 has an IEP for reading. This test was a math test, but reading was still
required for some questions. There was an aide in the room when this test was taken. They
did not work with Student 17 one-on-one. The aide just circle the room helping everyone
who had and IEP. This student has a hard time focusing on work when they dont
understand it.
Student 17 Synthesis

Student 17 does not have any specific accommodations or modifications for math.

They do have an IEP in reading. Although this was a math test, there was reading involved. I

12

think they could have used help in reading the questions. They may not have understood
what was being asked or they may not have been able to read all of the words.

This student also gets off track easily when they dont understand the material. This

test day was already very chaotic on top of the student not understanding the test. I think
that they just shut down and started guessing rather than actually trying their best. If
possible, I would have had an aide in the room while they took the test. The aide could have
either walked the room or taken a small group with student 17 to the back and worked
directly with them.

After seeing this test score I know that this student did not understand the concept

being taught. I would also know that there is no way that student 17 could go on to the next
concept without having a firm understanding of this one. I would have to either make class
time to go back and reteach them or have them come in before or after school. Student 17
would need the whole test retaught to them. They only answered three questions right, to
me that says they dont understand any of it.

As a whole the class did not do very well on this test. Student 17 is not the only one

who did not get a passing score. I would try to set a day aside where I would do small group
interventions. I would let those who passed the test do more challenging work and I would
work directly with students like student 17, who I feel need one-on-one help. I feel that this
would greatly benefit student 17. I would also know they understood the concept and they
were ready to move on.
Students 21

Student 21 was chosen because they received a middle score. This student does not

have an IEP or any other accommodations. This student is on grade level in math. This is an

13

average student. I wanted to compare this student to the rest of the class. I tried to choose
one high-level learner, one middle learner, and one low-level learner.
Student 21 Analysis

Student 15 Comparison
Results in percent

120
100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Students

Figure 7

The graph above shows student 21s test score compared to the rest of the class.
Their score has been highlighted. They received an 87% or they answered 13 out of 15
questions right. Student 21 received a passing score on this test. See Appendix A for
student test.
Student 21 does not have an IEP or any other accommodations. They are not a high
level learner or a low level learner. They are an average student.
Both questions that student 21 missed were word problems.
Student 21 Synthesis

Student 21 did a pretty decent job on this test. They only missed two questions. To

me this means that they understand the concept. They may need a just a little bit of help
with certain questions or ideas.

14

Both questions missed were word problems about multiple digit subtraction. To me

this says that student 21 needs help with either word problems or multiple digit
subtraction problems. I would look at the whole class test results and determine if more
than just student 21 missed those problems. If there were multiple students who missed
them I would reteach those questions to the entire class. It may just be that as a class, we
need to work on word problems and/or multi digit subtraction problems.

15

Assessment 2

Students were given an end of chapter test in math. This was students chapter four

test. This test consisted of nine numeric problems; two word problems, and three problems
that referred to a chart, for a total of fourteen questions. This test covered the topic of
multiplying with one digit numbers. A total of twenty-three students took this test.

This test was given to students on a Wednesday morning. The teacher had students

do a review for their bell work. They reviewed the bell work right before they took the test.
Students had plenty of time to take the test. They had about 35/40 minutes to take the test
before recess and they had another 20 minutes after recess to finish up. The teacher also
offered to let any students who needed or wanted extra time to go to the library to finish
up.

The room was kept very quiet so no students were disturbed. There was also an

aide in the room to help students if they needed it. Neither the aide nor the teacher could
tell students how to do the problem, they could just read it and explain what the question
was asking. The aide was in the room to help any students with IEPs.

Most students stayed on task and focused on the test. There were minimal

disruptions during the test. There was an aide in the room for part of the test. The aide and
the teacher were both available to answer student questions. No question was answered
for the student, but questions could be explained or reworded. See Appendix B for sample
test.

16

Whole Class Analysis

Whole Class Test Results

Student Score in percent
100

100
86

93
79

86 86 86

64

100 100

93
79

71

100

100
86

57

50

1 2 3

86

79

93

43

4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Figure 8

The chart above shows student test scores for the Chapter Four math test. The

numbers along the bottom represent students; their names have been replaced with a
corresponding number. The number over each bar show the students test score in percent
form. Every student took this test. There were no absences or students who were not
required to take the test.

17

Test Scores

100%
75% to 99%
Below 75%

Figure 9

The chart above shows a break down of the passing and non-passing test scores.
The passing score for this test was seventy-five percent. Six students received a hundred
percent. Twelve students received a seventy-five to ninety-nine percent. Five students
received below a seventy-five percent. In all eighteen students received a passing score and
five students received less than a passing score. See Appendix B for a break down of each
question.

Test Questions

Question Analysis

3x10

Multiplication tables

10x6

Multiplication tables

Multiply with a one digit number

Multiply with a one digit number

300x2

5x500

18

3x4000

Multiply with a one digit number

33x2

Multiply with a one digit number

27x3

Multiply with a one digit number

341x4

Multiply with a one digit number

1692x5

Multiply with a one digit number

Mitch has 305 marbles. Paul has 3 times as

many marbles. How many marbles does
Paul have?
Elizabeth has 2,038 stamps in an album.
How many stamps will she have in 4
albums?

Word problem
Reading
Multiply with a one digit number
Word problem
Reading
Multiply with a one digit number

Reading a chart
Word problem
Reading
Multiply with a one digit number

Reading a chart
Word problem
Estimation
Multiply with a one digit number

Reading a chart
Word problem
Estimation
Addition
Multiplication

(See Appendix B for chart)
If Group 3 collects the same number of
shells in a second week, about how many
shells will they have collected in those 2
weeks?
(See Appendix B for chart)
Group 2 collects the same number of shells
each week. How many shells will they
collect in 4 weeks? Is an estimate or exact
answer needed?
(See Appendix B for chart)
Each Group collects the same number of
shells each week. About how many shells
will Groups 1 and 4 collect in all after 3
weeks? Is an estimate or exact answer
needed?

The chart above shows a break down of each question on the test. It gives the actual
test question and what that question was asking students to do. There were nine questions
that were strictly numeric questions. The remaining five questions are word problems. The
last three questions made students look at a chart or table to be able to answer the
questions. (See Appendix B for full test)

19

Whole Class Synthesis

Over all the class did very well on this test. Well over half of the class received a

passing score. To me this says that the students understood what was being taught for the
most part. There may be some miss-conceptions or missed ideas that need to be retaught.
As I was observing the class throughout this unit, I did notice that a lot of students
did not know their multiplication table. In order for them to learn their multiplication and
get better at it, the fourth grade team made flash cards for all of the students. Every day,
usually at the end of the day, students had about half an hour to use their flashcards. They
helped each other pass them off and then they had to pass them off with a teacher.

I think that the use of multiplication flash cards was a huge help to students. If they

had not had the opportunity in school, most students would not have learned their
multiplication facts. That skill is essential for any higher-level mathematics. Students have
to know their multiplication facts.

Looking at the class test results, the questions that were missed the most were 12,

13, and 14. All of these questions were linked to a chart that students had to refer to. This
makes me wonder if students had been taught how to use a chart to answer questions.
Looking at the test results, I would infer that students were not previously taught how to
do this. It looks to me like most students didnt know what they were doing or how to read
the chart.

After seeing this, I would want to reteach these questions as a class. I would take

some time to look at these exact questions in class. I would show students how to read the
chart and how to pull the information needed from the chart. I would also start using

20

problems like these in later units. Students have to be able to use charts and graphs in a
test. The more exposure and practice they receive, the better.

Student 2 Analysis

Student 2 Comparison
100

100
86

93
79

86 86 86

100 100

93
79

64

71

100

100
86

57

50

1 2 3

86

79

93

43

4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Figure 10

The graph above shows Student 2s test score compared to the rest of the class.

Their test score has been highlighted. Student 2 received and 86% or they answered twelve
out of fourteen questions right. This student also received a passing score on this test. They
were in the average range of test scores.

Student 2 does not have an IEP or any other accommodations. They are on grade

level in both reading and math. This student is not easily distracted and they do not have
any behavior problems. Student 2 stayed on task and finished their test in the time allotted.

Both questions that Student 2 missed were word problems referring to a chart. They

answered all other questions correctly.

21


Student 2 Synthesis

Student 2 did very well on this test. They received well over a passing score. The

only questions they missed are those that referred to a chart. Comparing them to the whole
class, they fall right in with everyone else. The questions Student 2 got wrong were the
same questions that most people missed on this test.

I would want to reteach these questions to the whole class. I feel that the entire class

needed to be retaught how to use a chart. If this were the only student who got those
questions wrong, I would only reteach it to them. But seeing as how that was a popularly
missed question, it would benefit the whole class.

I dont think that I would do anything differently for this student. They are right on

grade level; right where they need to be. I think that if the class had been taught charts and
graphs before, Student 2 would have easily gotten every question right.

I would of course want to monitor Student 2. I would monitor them throughout the

year and intervene when it was necessary. As of right now, Student 2 needs to keep doing
exactly what they are doing. (See Appendix B for students test)

22

Student 16 Analysis

Student 16 Comparison
100

100
86

93
79

86 86 86

64

100 100

93
79

71

100
86

43

4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Figure 11

100

57

50

1 2 3

86

79

93

The graph above shows Student 16s test score compared to the rest of the class.

Their score has been highlighted. They received a 100% or they answered fourteen out of
fourteen questions right. Student 16 was one of six students to receive a 100%. This also
means that they received a passing score.

Student 16 does not have an IEP or any other accommodations. They are a higher-

level learner in this class. They are above grade level in reading and at/above grade level in
math.

Student 16 Synthesis

Student 16 really does not need any help. They are doing everything right. I have

observed them throughout the unit and seen their pretest scores. Most of the time this

23

student receives high scores, if not 100%, on most pretests. They already have a good
understanding of the concepts.

I think it would be very important to monitor this student. Just because they are

advanced now does not mean they will continue to be that way. They may come across a
unit that they dont know the concept of or they dont know certain pieces. It would be very
important to keep track of this student to make sure you dont just assume they know
everything.

I would try and find other things for Student 16 to do. It does them no good to just

sit around and listen to something they already know. This is where I would have to get to
know the student and find out what ways I can differentiate for them. If they were
comfortable with it, I would have them become a peer tutor within the class. They would be
able to help other students during independent practice time. I think this would be a great
thing for all students. This way Student 16 would still be practicing what we are learning,
but they would also be helping their classmates.

I would also want to find out what some of their other interests are. I know that

Student 16 likes to read. So I would see if there were some activity that involved our math
concept and books. Or I would sit down with Student 16 and come up with a project
together that they might be interested in doing. There may even be a small group of
students who already know the concepts. They could do a small group project together
while the rest of the class learns the concepts.
Student 17

Student 17 was chosen because they are a lower-level learner. They have an IEP in

reading and are barely on grade level in math. I wanted to see how this student compared

24

to the rest of the class. Because of some of the IEPs in the class, there is an aide that will
come in sometimes to help during math. The aide is not there for any one specific person.
They are there to help anyone with questions.
Student 17 Analysis

Student 17 Comparison
100

100
86

93
79

86 86 86

64

100 100

93
79

71

100

100
86

57

50

1 2 3

86

79

93

43

4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Figure 12

The graph above shows Student 17s test score compared to the class. Their score

has been highlighted. Student 17 received a fifty-seven percent or they answered eight out
of fourteen questions right. They did not receive a passing score. They were in the bottom
half of the class.

25

Test Scores

100%
75% to 99%
Below 75%

Figure 13

Student 17 was one of five students to receive a failing score. They were in the

bottom twenty percent of the class. Eighty percent of the class did better than Student 17.
Student 17 has an IEP in reading. All questions missed on the test were word
problems. There was an aide in the room to help for part of the test. Student 17 did not
receive one-on-one help from the teacher or the aide unless they asked for help.
Student 17 Synthesis

Every question that Student 17 missed was a word problem. They got all of the

numeric problems correct. This tells me that this student may have had a hard time reading
the problems. There may have been words they didnt understand or couldnt read.
Although there was an aide in the room, they were not there just for Student 17.

I would go back and reteach problems ten and eleven to this student. I would make

sure that they could read the problems and understand what they were saying. I would use
more visuals if Student 17 would benefit from them. We would go over those problems in

26

detail. I would also come up with similar problems so that Student 17 could practice this
type of problem.

The other three problems would be retaught to the whole class. Those are the

problems referring to a chart. I have already determined by looking at the whole class
analysis that the entire class needs to be retaught this concept. I would go over each
problem from the test. Show the class how to pick out what information they need from the
chart and how to solve the problem. I would also find other examples of problems like
these so they could practice. These problems might go into bell work so they get a little bit
of exposure over time.

If at all possible for this student I would make sure there was an aide in the room to

help during testing. I would make sure that the test permitted being read to students. I feel
that having the test read to Student 17 would have benefited them greatly. It would be nice
if the aide could work on a one-on-one basis or with a small group.

27

Assessment 3
Students were given an end of chapter math test. This test was their chapter five
test. The test was skills based. It consisted of eight numeric problems, three word
problems referring to a chart, two estimation, numeric problems, and two word, estimation
problems. Totaling to fifteen questions in all. (See Appendix C for sample test). There are a
total of twenty-three students in this class. Only nineteen students actually took the test.
Four students were absent the day of the test.
The test was given on a Tuesday morning right after library. Students came in from
library and we instructed to get ready for the test. The teacher had a math review as a bell
starter. They quickly went over the problems from the bell starter before taking the test.
Students have about half an hour before recess to start on the test. They then had another
twenty minutes after recess to finish up. The teacher also gave the option of going to the
library after Success Maker for those students who needed more time.
Students 8, 11, 17, and 23 all went to the special education room to take their test.
There they received help from the special education teacher and aides. They received
whatever assistance they needed on the test. Most just had the test read to them out loud.
The room was kept quiet so no student was disturbed while taking the test. There
were minimal distractions or disruptions. Most students stayed on task and completed
their test in the time allotted. Some students had a harder time focusing on the test. They
just didnt want to take the test. The classroom teacher and I were walking around the
room answering any questions that students had. We would not tell them the answer or
how to solve the problem.

28

Whole Class Analysis

Whole class Test Results

120
100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Student Scores in Percent

Figure 14

The graph above shows the test results of the whole class. The numbers on the

bottom represent student names. Student names have been replaced with corresponding
numbers. The results are presented in the form of percent. Students showing no score were
absent on the day of the test therefore there are no scores for them. They will be taken out
of further calculations.

29

Passing Scores

100%
75% to 99%
Below 75%

Figure 15

The graph above shows a break down of the passing score for this test. The passing
score for this test is a seventy-five percent. Seven students received one hundred percent,
five students received between a seventy-five percent and ninety-nine percent, and seven
students received below a seventy-five percent. In total, twelve students received a passing
score and seven students received a failing score.

Test Question
56x10
16x23
12x78
32x10
78x11
97x47
53x62
94x52
(See Appendix C for chart)
How many copies of Marys Lamb would the
bookstore sell in 2 years?

Question Analysis
Two digit multiplication
Two digit multiplication
Two digit multiplication
Two digit multiplication
Two digit multiplication
Two digit multiplication
Two digit multiplication
Two digit multiplication
Reading
Using a chart
Multiplication

30

(See Appendix C for chart)

How many more copies of Cats Meow
would the bookstore sell in one year, than
Marys Lamb?

(See Appendix C for chart)
Bees Knees sells for $13. How much money
would the bookstore make for one month?
Estimate 73x10
Estimate 67x21
The average person eats 60 hot dogs per
year. Martha is 67 years old. About how
many hot dogs would she have eaten during
her lifetime? (Round to the nearest ten)
Each class at Fairview Elementary is
spending $99 on new science equipment.
About how much will be spent on new
science equipment if there are 28 classes?

Reading
Using a chart
Subtraction
Multiplication

Reading
Using a chart
Multiplication
Estimation
Two digit multiplication
Estimation
Two digit multiplication
Word problem
Rounding
60x67

Word Problem
Rounding
99x28

The chart above shows a break down of each question on the test. It gives the

actual test question and what that question was asking students to do. There were eight
questions that were strictly numeric. Three questions were word problems that referred to
a chart. Two questions were numeric estimation questions. Two questions were estimation
word problems. (See Appendix C for full test)

31

Whole Class Synthesis

As a whole the results for this test were all over the place. Most of the questions

students missed were word problems. There werent really certain problems that the
whole class had problems with. The class was split throughout the test. This tells me that
students may be having a problem with the concept as a whole.

Because this test consisted of two digit multiplication problems, I would probably

reteach two-digit multiplication. I dont think that I would necessarily use the specific
questions from the test. I would reteach the whole concept.

I would want to look at the word problems specifically. Because those seemed to be

the most missed questions, I would want to go over them. This test had another chart that
students had to use. I would make sure that students understood how to use charts when
figuring out word problems.

I think that the use of charts or graphs and word problems is something that should

be an ongoing learning experience. There should always be word problems for students to
practice with. These are skills that students will need as they proceed in their education.

Overall it is hard to tell what students didnt understand on this test. The scores are

so all over the place and the specific questions missed are all over the place. I think that I
would need to do some more formative assessment to get a truer understanding of what
students are not understanding.

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Student 2

Student 2 was chosen because they received a perfect score. I wanted to compare

this student to the rest of the class. This student is not a high-level or low-level learner.
They dont have an IEP or any other accommodations. I wanted to see how they compared
to others in class because they are an average student.
Student 2 Analysis

Student 2 Comparison
120
100
80
60
40
20
0
1 2 3 4 5 6 7

9 10 11 12 13 14 15 16 17 8 9 20 21 22 23

Figure 16

The graph above shows Student 2s test score compared to the rest of the class.

Their score has been highlighted. Student 2 received one hundred percent or they
answered fifteen out of fifteen questions right. This student was one of seven students who
received one hundred percent. This score was a passing score.

Student 2 does not have an IEP or any other accommodations. They are on grade

level in math. They received no help unless they raised their hand and asked for it.

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Student 2 Synthesis

Student 2 did a perfect job on this test. There is nothing that this student would

need to change. I wouldnt change anything about this student either. They cant get better
than a perfect score. They are on grade level in math, so this means they understood what
was being taught.

I would monitor this student to make sure they keep up with all of the work and

tests. Monitoring would be key to this students success. Just because they got a perfect
score on this test does not mean that they will continue to do that. They still need
scaffolding and support from the teacher.

I would also look at their pretest scores. I want to know if they are scoring high on

the pretest or if they are learning the material throughout the unit. If they are receiving
high scores on pretest, that may mean they are a little more advanced in math. Then it
would be time to look at how I as the teacher could differentiate my instruction. There
would be no point in re-teaching this student something they already know

Based on this test score, I would not change anything at the moment. I would just

monitor this student to see how they do in the future.

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Student 18

Student 18 was chosen because they received a middle score. This student does not

have an IEP or any other accommodations. They are on the lower end in math and reading.
I wanted to compare this student to other student in the class who also received a middle
score. This student needs a lot of scaffolding and help. They may not always ask for it, but if
asked they usually have a question. They are very good about staying on task. There are
times when Student18 gets off topic and starts goofing off.

Student 18 Analysis

Whole class Test Results

120
100
80
60
40
20
0
1 2 3 4 5 6 7

9 10 11 12 13 14 15 16 17 8 9 20 21 22 23

Figure 17

The graph above shows Student 18s test results compared to the rest of the class.

Their score has been highlighted. Student 18 received a sixty percent or they got nine out of
fifteen questions right. This student did not receive a passing score. They were one of seven
students to receive a failing score.

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Student 18 does not have an IEP or any other accommodations. They are a lower-

level learner in reading and math. This student did not receive any help on their test unless
they asked the teacher or the aide circulating the room.

This student had a hard time focusing on the test. They kept sitting in their seat not

working on the test. The teacher had to tell them several times to start working or keep
working.
Student 18 Synthesis

Student 18 could have used a little bit of help. I feel that they could have benefited

from someone reading the test to them. I also feel that Student 18 got bored or frustrated
with the test and rushed through it. If they had just taken their time they probably would
have gotten a better score.

All of the questions this student answered wrong were word problems. Two of the

word problems they had to refer back to a chart. I feel that students have not been exposed
to charts and graphs enough either. I would want to re-teach these questions to the whole
class, not just a specific student.

I would go back to each specific question and reteach it. As I was re-teaching it I

would use formative assessments to find out exactly who does not understand it. I would
also find out if there are other resources that would help students to learn it better. I want
to focus my teaching strategies on things that will help my students. I dont want to just
guess at what would help them

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Student 21

Student 21 was chosen because they have an IEP. I wanted to compare this students

test results against those that dont have IEPs. Student 21s IEP is in reading. Although this
was a math test, there was still reading involved. Student 21 went to the Special Education
room to take their test. There they received whatever assistance they needed.
Student 21 Analysis

Whole class Test Results

120
100
80
60
40
20
0
1 2 3 4 5 6 7

9 10 11 12 13 14 15 16 17 8 9 20 21 22 23

Figure 18

The graph above shows Student 21s test score compared to the entire class. Their

test score has been highlighted. Student 21 received a fifty-three percent or they answered
eight questions out of fifteen right. This student did not receive a passing score. They were
one of seven students to receive a failing score.

Student 21 does have and IEP. Their IEP is in reading. There was some reading on

this test. Student 21 went to the special education room to take their test. There they

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received more one-on-one help from the teacher there. The teacher read the test out loud
and explained questions if need be.
Student 21 Synthesis

After seeing this test score I have to wonder what exact accommodations this

student receives. I was not told their exact IEP or accommodations. I just wonder what the
special education teacher did to help them during this test. I was not in the room so I do not
know.

As the classroom teacher I obviously need to intervene with this student. They

received a failing score even with special help. That to me is very concerning. I do
understand that the teacher can only do so much. If the student chooses to rush through
the test, there isnt much you can do about it. But I would intervene as well.

I would make this student sit down with me and we would go over each question

they missed. I want to see what this student is thinking throughout the test. I would make
them work out the problem in front of me so I could see when and if they get something
wrong. I would also talk with them and find out if there is something else that I could do to
help them.

They would receive re-teaching on the word problems twice. Because I know that

this student struggles, I would go over the word problems one-on-one even though we
would be going over them as a class. I think that it is very important for struggling learners
to get as many exposures as possible.

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Appendix A

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Appendix B

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Appendix C

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